Main Article Content


The current context of general education in Russia is distinguished by the availability of programs ensuring the development of human resources potential in educational institutions. Particular attention is paid by the government of the Russian Federation and by local authorities to projects related to the effective adaptation of novice teachers in the professional pedagogical environment. This process involves collaborative work of management and staff of general education institutions, higher education institutions, ministries and agencies. The leading mechanisms of professional development are modernization of the initial teacher education (ITE) and reflexive management technologies in the educational institutions. Creating qualitatively new content and conditions of scientific and methodological support to a novice teacher in the elaboration of new professional standards requires the development of networking and productive innovations in the education system. This paper reveals the development of innovative organizational models of advanced training for administrative and pedagogical personnel at the regional and municipal levels in Russia.


Initial Teacher Education Novice Teachers Novice Teachers’ Adaptation Induction Induction Policies and Programs Russia

Article Details

Author Biographies

Roza Valeeva, Kazan federal university

Institute of Psychology and Education Head of Pedagogy Department Deputy Director for International Cooperation

Tatyana Baklashova, Kazan federal university

Institute of Psychology and Education Associate Professor of Higher School Pedagogy Department

Liliya Latypova, Kazan federal university

Institute of Management, Economics and Finance, Associate Professor of the Department of Foreign Languages in the sphere of Management, Economics and Finance
How to Cite
Valeeva, R., Baklashova, T., & Latypova, L. (2018). Management of Novice Teachers’ Induction to the Profession: Modernization of the Russian School Methodological System. Journal of E-Learning and Knowledge Society, 14(2).